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dc.contributor.authorLisowski, Kelly J.
dc.date.accessioned2012-11-20T14:15:48Z
dc.date.available2012-11-20T14:15:48Z
dc.date.issued20/11/2012
dc.identifier.urihttp://hdl.handle.net/1951/58325
dc.description.abstractAssessments can be difficult for those students who are Non-Native English Speakers (NNES). These students may not be able to fully demonstrate their knowledge and capabilities because of the linguistic complexity of the assessments. Although test accommodations may aid students to a certain degree, the linguistic complexity of test items usually appears as poor academic achievement among this subgroup of students. Therefore, assessments that are linguistically modified without diluting the content would deem beneficial for NNES. This curriculum project addresses the issue of linguistic complexity on academic content area assessments to meet the linguistic needs of NNES students. In this project, teacher-created assessments from a middle school science curriculum underwent a linguistic modification process to help make the tests more accessible to NNES. This project was designed as a tool to guide content area teachers in evaluating their own assessments for linguistic complexity to help highlight NNES’ knowledge in their classrooms.en_US
dc.language.isoen_USen_US
dc.subjectEnglish language -- Study and teaching -- Foreign speakers.en_US
dc.subjectScience -- Study and teaching (Elementary) -- United States.en_US
dc.subjectLanguage and languages -- Study and teaching.en_US
dc.subjectLinguistic change.en_US
dc.subjectContent area reading.en_US
dc.subjectComplexity (Linguistics).en_US
dc.titleA linguistic modification of science assessments for English language learners.en_US
dc.typeThesisen_US


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